Aim To investigate the effect of qualitatively different types of pedagogical feedback (FB) on the training, transfer and retention of basic manual dexterity dental skills using a virtual reality (VR) haptic dental simulator. Methods Sixty‐three participants (M = 22.7 years; SD = 3.4 years), with no previous dental training, were randomly allocated to one of three groups (n = 21 each). Group 1 received device‐only feedback during the training phase, that is the visual display of the simulator (DFB); Group 2 received verbal feedback from a qualified dental instructor (IFB); and Group 3 received a combination of instructor and device feedback (IDFB). Participants completed four tasks during which feedback was given according to group allocation as well as two skills transfer tests. Skill retention was examined immediately after training, at 1 week and at 1 month post‐test. Results Statistically significant differences were found between the groups in overall performance (P < 0.001) and error (P = 0.006). Post hoc comparisons revealed the IDFB group produced substantially better performance and fewer errors in comparison with DFB and IFB training. This difference translated to improved performance in skill retention and generalisation of knowledge to novel tasks. Conclusion These data indicate that the acquisition and retention of basic dental motor skills in novice trainees is best optimised through a combination of instructor and visual display (VR)‐driven feedback. The results have implications for the utility and implementation of VR haptic technology in dental education.

Background Greater awareness and knowledge of oral cancer has been shown to increase patient presentation for opportunistic screening. This study aimed to identify the level of awareness and knowledge of oral cancer amongst adult patients in regional New South Wales. Methods A total of 444 adult dental patients participated in a self‐administered questionnaire at one of five regional university dental clinics between 23rd May and 25th July. Data analyses were performed using the chi‐square test and binary logistic regression to compare sociodemographic characteristics and the self‐declared awareness and knowledge of oral cancer. Results The study revealed that 73.8% of patients were aware of oral cancer; however, only 28.8% knew that they had been previously screened for oral cancer. Being female (P < 0.001, OR = 2.57), having an excellent level of oral health (P = 0.042, OR = 3.34) and previous attendance at a dental clinic of the regional university (P = 0.014, OR = 2.89) significantly enhanced awareness of oral cancer. Conclusion The findings of this study have broad implications for both clinicians and public health professionals, providing a platform for discussion regarding the sociodemographic factors contributing to reduced knowledge and awareness of oral cancer amongst patients. This study also identified an essential avenue to allow a more targeted approach in future campaigns to increase education.

Aim & Objective Explore leadership self‐perception of clinical nurses at the bedside and their perception of leadership on patient care and outcomes. Background According to Institute of Medicine Future of Nursing Report, nurses are called to exhibit leadership at every level. Published research on nursing leadership is primarily focused on formal leaders. Research examining leadership at the clinical nurse level has either tested application of a particular leadership model or studied nurses who have been identified as informal clinical leaders. We took an inductive approach without any prior knowledge if participating clinical nurses viewed themselves as leaders. Design Descriptive qualitative method was used. Methods Four focus groups were conducted with a total of 20 clinical nurses from 2 hospitals within an integrated health system using a convenience sampling method until saturation was reached. The Consolidated criteria for Reporting Qualitative research (COREQ) was used to report findings. Results All participants identified qualities they admired in leaders. Fifty percent did not initially view themselves as leaders until they realised that they often demonstrated those same leadership qualities in providing nursing care to patients and families. Participants struggled to make a connection between their leadership at the bedside and patient outcomes. Conclusions Clinical nurses assume a formal title is required to be a leader. Findings from this study imply that leadership attributes required at point of care are embedded in the nursing practice and look similar to servant leadership. Relevance to clinical practice Leadership is in the nature of nursing practice, and more work is required to increase awareness that every nurse is a leader. Further efforts need to be pursued to help clinical nurses become self‐aware they are leaders in order to impact patient outcomes and transform health care from bottom‐up and inside‐out.

Interdisciplinary rounding on hospital inpatients is an integral part of providing high-quality, safe patient care. As orthopedic groups have grown and geographic coverage increased, surgeons are challenged to make in-person rounds on their patients every day given time constraints and physical distances. Virtual technology is being used in multiple healthcare settings to provide patients with the opportunity to connect with health care professionals when in-person options are not available. The purpose of this study was to explore the patient experience of virtual inpatient rounding. Using digital communication technology, virtual rounds were conducted by having the surgeon connect via their mobile device or laptop to the nursing unit's communication tablet. Twenty-seven patient interviews were digitally recorded and qualitatively analyzed. Results demonstrated that virtual rounds provided a positive patient experience for many. Most patients felt that virtual rounds were a good alternative when in-person rounds are not possible. Dissatisfaction was related to feeling “rushed” by the surgeon. This feedback can be used to better prepare patients and providers for virtual rounds and to enhance virtual technologies.

No abstract